Self-Assessment in the Improvement of Speaking Competence using Instant Messaging

Abstract

During class sessions, students’ participation is fulfilled by factors such as motivation, stress, anxiety and joy that are linked to linguistic competence barriers. This action research focuses on enhancing oral skills with self-assessment using an instant messaging tool to improve speaking practice. Speaking is the most challenging skill learners struggle with to succeed in language learning. Rao (2019) suggested that “teachers have to understand the problems of the ELLs (English language learners) and try to implement various teaching strategies in their classrooms in order to develop their learners’ speaking skills in English classrooms” (p. 6). Displaying structured strategies and methodologies control the way students learn, therefore, teachers have to incorporate activities make students aware of the importance of learning based on their interests and personal’s backgrounds. The difficulties of obtaining successful learning outcomes are evidenced during interaction activities. An important number of students do not follow briefings of activities and they lose marks apart from missing the formative assessment practice. It was observed that lack of interest causes low or no results during spoken production activities and as a consequence, students do not meet the expectations of the class.